Learning in 2010: Instructional Challenges for Adult Career and Technical Education

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Author(s): Jeff Allen (University of North Texas, USA), Pamela Bracey (University of North Texas, USA)and Mariya Gavrilova (University of North Texas, USA)
Copyright: 2012
Pages: 16
Source title: Vocational Education Technologies and Advances in Adult Learning: New Concepts
Source Author(s)/Editor(s): Viktor Wang (Florida Atlantic University, USA)
DOI: 10.4018/978-1-4666-0252-6.ch014

Keywords: Adult Learning / Education / Educational Technologies / Information Science Reference

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Abstract

Decades of research into learning have demonstrated that learners are diverse, changing, and adaptable. In this regard, the practice as educators must become flexible and adaptive to meet the wide variation of learning needs. A general consensus exists among educators, businesses, and other stakeholders that there is a significant gap between the knowledge and skills needed for success in life and the current state of education in schools throughout the world (The Conference Board et al., 2006). The internet, social networking, and distance education have created learners with a different set of characteristics, incoming skills, needs, desires, and goals. To meet the learning challenges of the 21st century, instructors must serve as catalysts of change by encouraging classrooms of open dialogue and developing the ability to effectively and efficiently use online communications. Through the process of learning from one another through problem-based activities, students and instructors improve the student-instructor relationship, encounter challenges, and solve them collaboratively.

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Learning in 2010: Instructional Challenges for Adult Career and Technical Education

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